| Summary: | The aim of this study is to explore students perception of parts of formative assessment which involve the subject of Swedish writing. The study include students from grade 5 to grade 6, and the study has the following questions: How do students perceive the third key strategy in formative assessment which includes using feedback in new learning situations in narrative text? How do students perceive the forth key strategy in formative assessment which includes activating the students as learning resources for each other in narrative text in the Swedish subject? How do students perceive the fifth key strategy which includes taking responsibility for their own learning in narrative text in the Swedish subject? The study has a student perspective of the formative assessment by letting the students answer a survey. The theoretical framework consist of the framework for formative assessment and the sociocultural perspective of learning, proximal development zone. The result shows that students perception of feedback from the teacher is positive, and the students view of the peer assessment has both positive and negative elements. The positive is that a classmate has done the task and more often than not has the same perspective of things. The majority of students in grade 6 thought that they learned to write their texts better after a peer assessment which students in grade 5 didn’t think. If students perception of key strategies became visible in teaching it could lead to more students taking benefits in their learning process. The study shows that some students are afraid of receiving peer assessment because they have contained bad comments, and it’s difficult to give peer assessment. Many of the students think that it´s much better to receive feedback from the teacher, rather than a peer. As a Swedish teacher or as a future Swedish teacher to be, it´s important to make these key strategies visible and turn the negative into positive so the students can take benefit from them.
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